March 2010 - Northern Child Health Network (NCHN)

Issue 19
March 2010
Allied to Kids is an initiative of the NSW Child Health Network. The newsletter will be
circulated regularly to provide updates and information to support allied health
professionals who work with children.
NSW Child Health Networks
GESCHN Allied Health TeleHealth Education
goes state-wide!
Inside this issue:
Which CHN?
1
GESCHN Allied Health TeleHealth is a program of fortnightly education sessions
Positions vacant
1
presented by Allied Health professionals using videoconferencing facilities.
Presentations are based on topics prioritised by clinicians and cover a range of
AH TeleHealth
1-2
Valuing Play
3-5
expertise, ask questions and interact with clinicians from across the state.
Events &
Resources
6-8
Allied Health TeleHealth is now available to all allied health professionals who
disciplines and clinical areas. The sessions provide a great opportunity to share
work in health facilities across
across NSW.
2010 TeleHealth
calendar
9
Positions vacant
Occupational Therapist
Northcott Early Childhood
Autism Service
If you enjoy working in a multi
disciplinary team with a family
centred approach then this
could be the role for you.
Salary will be dependant on
experience. The position would
be based in the Sydney
Metropolitan area. The position
is full time however part time
arrangements could be made
for the right candidate.
Further information:
www.northcott.com.au
Enquiries:
Please contact Samantha Frain
on 9890 0100 or email
[email protected]
Paediatric Physiotherapist
Children, Young People &
Families Service.
Taree Community Health
Temporary up to 12 months
Enquiries: Please contact
Heather Scott on 65929702/
65551800 or email
[email protected]
For further details of how to access TeleHealth see page 2.
For details of upcoming sessions see page 9
Which Child Health Network?
There are three Child Health Networks in NSW, each of which have a tertiary
Children's Hospital within their domain. They are:
•
Greater Eastern & Southern NSW Child Health Network (GESCHN) – Sydney
Children’s Hospital, Randwick
Including SESIAHS, GSAHS, ACT Health and parts of SSWAHS and NSCCAHS
•
Northern Child Health Network (NCHN) – John Hunter Children’s Hospital,
Newcastle.
Including HNEAHS and NCAHS.
•
Western Child Health Network (WCHN) – The Children’s Hospital at
Westmead
Including SWAHS, GWAHS and parts of SSWAHS and NSCCAHS
A list of facilities in each CHN is available on the NSW Child Health Network
static webpage. Go to http://internal.health.nsw.gov.au/services/chn/
If you identify a facility that is missing
from the above list, please just let us
know.
Back copies of Allied to Kids are also
Available at this site.
Issue 19
Page 2
GESCHN Allied Health TeleHealth Education goes state-wide!
How do I access Allied Health TeleHeatlh?
Before the Session
•
Review the 2010 TeleHealth Calendars (see page 9)
•
Identify session/s that your facility intends to attend.
•
Book the videoconferencing room/equipment for the required dates at your facility from 12.30 – 2.00pm.
If you do not know the TeleHealth contact person for your site, call the GESCHN TeleHealth Coordinator for
their details.
•
Forward the GESCHN TeleHealth Coordinator a list of the intended dates that your facility will be attending
this year, including the following details:
o
ISDN number (videoconferencing phone number) for each session.
o
A contact name and phone number. This person will be contacted to confirm the site’s
attendance and in the event of any problems during the teleconference.
•
The GESCHN TeleHealth Coordinator will send an email a week before each session confirming your
attendance. An attendance form and questionnaire will also be sent. Sites will also be sent a copy of the
presentation prior to the session.
•
If you are unable to attend a session notify the GESCHN TeleHealth Coordinator at least 3 hours prior to
the session.
During the Session
•
Sessions start 1:00pm SHARP. Please turn your system on 30 minutes prior to being called so the
sessions can start on time.
•
Complete the attendance form (see email attachment).
•
Turn microphone to MUTE during the session. If you have a question, wait until the end, then un-mute your
microphone
•
For assistance during the videoconference call the ACT Teleconferencing Helpdesk on 1800 732 237 and
ask for Jacqueline. Please do not call the GESCHN TeleHealth Coordinator – ACT Teleconferencing is
responsible for connecting sites and controlling the videoconference.
After the Session
•
All participants must complete the questionnaire provided.
•
Fax the completed attendance form and questionnaire/s to the GESCHN TeleHealth Coordinator (details
on the form).
•
Note: Completion of the questionnaire will enable us to obtain your feedback and ensure that the
TeleHealth program continues to meet your needs.
What if I miss a Session?
•
DVD copies of sessions previously presented are available.
Go to the GESCHN website
http://www.sch.edu.au/geschn/ or contact the TeleHealth Coordinator for details.
•
Contact the GESCHN TeleHealth Coordinator for a copy.
For all enquiries please contact:
Chloe Travers
GESCHN TeleHealth Coordinator
Ph: (02) 9382 0579
Mob: 0410 535 842
Fax: (02) 9382 1208
Email: [email protected]
Issue 19
Page 3
BACK TO BASICS - VALUING PLAY & INTERACTION
By: Rebecca Ferbrache
Play Facilitator and Educator – Hunter New England Health
The development of play often follows a predictable pattern, but to assist any child’s development, it is
important to understand and recognise at what level they are currently functioning.
Play is also influenced by how a child views their world or ‘represents’ – how they take information in and how
they view relationships between objects or tools of play and events. In addition the adult needs to be able to
follow the child’s lead through these sequences to help support exploration. Too often we think about the
outcome rather than the process itself. We don’t always think about how we affect the dyad.
What we know and understand through this predictable pattern is that a child’s first play is often solitary, then
parallel, leading into associative and finally cooperative play sequences. Within this ‘how’ children play will
vary according to the stage in which they are currently developed. Explorative play often uses a lot sensory
input –touch it, feel it, taste it etc Then relational play will commence. This is where the child will bang two
objects together or put them into groups etc. Finally functional play sees a child exhibit a play sequence where
they use an object for an intended purpose whilst imaginative play allows the child to represent one object for
another or create using innate objects.
The primary tasks in learning how to play are:
1) Establishing a reciprocal relationship with one’s caregiver;
2) Learning how to interact with one’s environment, and
3) Establishing control over one’s activities
Stimulation through having appropriate toys/equipment available, cuddling, touch, talking/singing, being
active are all important ways for adults to guide infants through their first play and social interactions to more
complex play tasks. E.g. at four we don’t all of a sudden learn how to share, a child has already had 4 years of
listening & watching others and practising.
Stanley Greenspan also identifies six stages in the early years that involve a continuing relationship with their
parent.
1/ Being calm and showing an interest in the world
2/ Falling in love
3/ Becoming an intentional two way communicator
4/ Learning to interact and solve problems – discovering a sense of self
5/ Creating Ideas
6/ Building bridges between ideas
Refer to website www.icdl.com/dirfloortime/Healthydevelopment/index.shtml for more information & fact
sheets
Some skills adults can demonstrate in play include:
include
•
Responding to children’s prompts and initiatives with a calm/confident presence
•
Using play as a time for exploration, repetition and independence/autonomy
•
Watching adults’ model positive interactions is powerful to the young child
•
Taking charge when necessary – the adult needs to set limits but in a kind way. Be clear on expectations
and support the child in meeting them eg. Be clear it is time to pack away but this does not mean you
need to leave them to do it on their own and then come back 5 minutes later and rouse as it has not been
achieved. Help a child pack away. This is a great opportunity to develop skills of sharing, partnership,
support, turn taking etc
•
Acknowledging positive interactions and helping children follow through on their decisions or plans of
action, not taking over and doing it for the child. Children need to experience success and failures within
their play.
Issue 19
Page 4
BACK TO BASICS - VALUING PLAY & INTERACTION continued…
Some things adults can avoid in play include:
•
Intruding on the child’s moment – taking over, telling them how you think it should be done, distracting the
child to a new activity when they are already immersed in one
•
Pressuring the child to achieve
•
Pressuring the child to be self-sufficient. An important skill for the young children is learning to ask for help
and accepting it whilst also knowing they will be supported
The following are important steps in the process of play skill development
•
Encouraging and value the play
•
Making thoughtful choices about the role of media in a child's life. What and how much children see in the
media can have an enormous impact on their play. Refer to www.youngmedia.org.au for more information
•
Rotating toys - arousing curiosity
•
Providing time, space and guidance. Planning for play within everyday routines is important
•
Think about each step in a play sequence. This can help us better understand the point in which a child
gets stuck or needs a new step to be added to increase the complexity. For example: washing a dog
Ref: Let’s Play! – Facilitating interative play skills in children with Autism.
MODELLING
This is when we see children start to copy those around them and learn about the expectations in social
situations and different settings. “Children are not born with biases, they are established by example of other
people and their environment.” (Egle, C 2004, p9.)
When young children have an opportunity to play and make meaning through active engagement they start to
develop thought in their minds about how things are, how they respond, what they can do with it etc. Children
need to learn about ways they can make decisions.
Be a model yourself and think about your own ideas on topics and how you are transmitting this to your child.
Issue 19
Page 5
BACK TO BASICS - VALUING PLAY & INTERACTION continued…
TOY TYPES
(The category name has been taken & adapted from Sussman, F. 2004)
Cause and Effect Toys:
Toys I press a button and it makes a sound. I press a button and an object pops up or down
etc. This type of toy is often ‘single minded’. It requires a basic skill but does not encourage multiple use.
Often these toys also promote the concept of instant gratification. The child does not need to move into more
complex play sequences to get a result.
Visual – Spatial toys:
toys puzzles, posting boxes, stacking rings, pegboards
Construction Toys:
Toys Blocks, lego, beads. These require hands on skills and the development of play plans –
The steps in building and creating something.
Exchange Toys:
Toys Small objects like balls, plastic keys, balloons, play dough can be an exchange toy. You
spend time giving the item back to each other, using it and then returning it or play a game with it like throw
and catch.
People Toys:
Toys: wind up toys, bubbles, hand help air pumps, spinning tops. These toys are often too hard for
your child to use on their own. They usually have to have you interact with them. NOTE: Do not offer this type
of toy at a time when you are not available to help.
Sensory/creative Toys:
Toys: sand, water, cotton balls, play dough, cooking.
Pretend play Toys: telephones, dress up clothes, trains/trucks, house,
pretend food, plates/cups/bowls.
Large play Toys:
Toys: slides, swings, rocking chairs, bikes. These items can
be good for practising turn taking.
Brmmmm
Lets get the people and help them
Quick there is a fire
How does this move?
I am developing a mental plan
STRUCTURED TOYS VS UNSTRUCTURED TOYS
•
•
•
Encourage play that children can control and shape to meet their individual needs over
time.
They "tell" children how to play and can channel them into merely using the toys to try to
imitate what they see.
Help your child bring his own experiences into his play. Children's play is usually more creative and less
imitative when it grows out of their daily lives.
•
Choose new toys carefully. Toys that can be used in many ways usually promote the most valuable play.
They give children many opportunities to invent new uses for them over time. Too many toys, or a constant
barrage of new ones, can prevent children from doing this.
•
Find ways to interact regularly (but not always) with your child as she plays. Getting involved with kids as
they play -- as long as you're not interrupting or taking over -- shows them that adults value play.
•
Try to have regular, uninterrupted playtime in your child's life. This tells him that play is important.
What is the difference between imitative and creative play?
Imitative play is often referred to as the time when you see children copy each other or adults around them.
Children need opportunities to experiment with their play rather than engage in passive imitation only. E.g. If
they watch a TV show and repeat its actions how do they learn about application of real relationships and how
they work?
When children see us carry out our ‘real work’ like washing, cooking, talking to others they transform what
they see into their own play.
Creative Play – This often shows a child’s uniqueness and their individuality. Resist the temptation to always
offer structured activities to young children. Keeping these activities unstructured allows the child to feel
success, and express itself openly.
It is important to show appreciation for children’s efforts and try to stop yourself if you think you need to finish
the task for them. Let children know that it is not always necessary to have the ‘correct’ answer but in their
creativity they are discovering options for solutions.
Issue 19
Page 6
Jenny Nicol
GESCHN
Allied Health Educator
Phone: 02 9382 4471
Email: [email protected]
Supporting Allied Health
Professionals Working with Children
Carmel Blayden
WCHN
Occupational Therapist
Phone: 02 6393 3361
E-mail: [email protected]
Sonia Hughes
NCHN
Speech Pathologist
Phone: 02 6592 9705
Email: [email protected]
Events & Resources: 2010
2010 …
NeuroNeuro-developmental treatment workshops
Please visit www.paediatricworkshops.com.au for
information about Jane Styer-Acevedo, PT and the
workshops she teaches.
NDT Approach to Paediatric Gait
Melbourne, 8-9 April, Novotel St Kilda
Gold Coats, 10-11 April, Gold Coast Hospital Education
Centre, Southport
Now accepting registrations.
Download registration form from website or email Chris
Porter on [email protected].
NDT Approach to the treatment of Infants and Toddlers
Sydney, 14-15 April, Northcott, Parramatta
Email your expression of interest to
[email protected].
NDT Based Therapeutic Aquatics for Paediatrics
Melbourne, 17-18 April, Venue to be confirmed.
Email your expression of interest to
[email protected].
Invitation and Call for Abstracts
You are invited to immerse yourself in Broome’s unique
character and charm, experience the magnificent sunset, soak
up the history from the dangerous days of luggers and divers
and browse the world‐class jewellery studios and art galleries.
I encourage rural and remote Allied Health Professionals to
come and relax into ‘Broome Time’ while gathering a few
pearls of wisdom from their peers. Gail Cummins
Conference Convenor
Information regarding the conference is available from
www.sarrah.org.au or contact the Conference Secreteriat:
Conference Design
228 Liverpool Street, HOBART TAS 7000
Phone: 03 6231 2999 Fax: 03 6231 1522
Email: [email protected]
Call for Abstracts close: 26 March 2010
Issue 19
Page 7
Evening Lectures & Courses for 2010
The Children’s Hospital at Westmead Physiotherapy Department
Cnr Hawkesbury Rd & Hainsworth
Hainsworth St,
St, Westmead NSW
Unless specified as a course, the following are evening lectures 6 - 7:30pm
Tuesday
16th
March
Bikes, Trikes & Other Fun Things by Bronwyn Thomas
Cost: $20 (light refreshments provided)
RSVP: preferred but not essential to Rachal Turley on [email protected]
A practical session on what is available, how to choose and evaluate special features
and match these to the needs of the children you see.
Saturday
Saturday 1st May (half/full day)
Advanced
Advanced Serial Casting – An Interactive Course by Bronwyn Thomas
A review of the evidence, clinical reasoning and techniques for especially challenging feet. For those with
experience of serial casting.
Wednesday 23rd June
Alberta Infant Motor Scale (AIMS) byTamis Pin
The AIMS is one of the few norm-referenced motor assessment tools that also emphasises movement quality.
This lecture covers the theory and hands-on practice with video clips of how to score typically and atypically
developing infants.
Saturday 7th August (full day)
Introduction to Serial Casting – A Practical Course by Bronwyn Thomas
The theory and practice of lower limb casting in children with neurological impairment to obtain and maintain
changes in soft tissue length. For those with little or no casting experience or those who would like a refresher.
Tuesday 14th September
Spina Bifida by Suzie Taylor
An overview of the physiotherapy management from birth to 18 years of age.
Thursday
hursday 28th October
Congenital Amputees - Ilizarov Frames by Natasha Hankin
The first half of the evening will be on paediatric congenital amputees. This will be useful for clinicians who may
see a child with an amputation, but who has been referred for another complaint (eg back pain). This will
provide the basic background and management of amputees, in order for you to understand any contribution
the amputation may have. The second half of the evening will be an overview of the surgical and physiotherapy
management for Ilizarov frames.
For more detailed information contact Rachal Turley on 9845 3369 or [email protected]
Brought to you Pearson Clinical and Talent Assessment
Adaptive Behaviour Assessment (ABAS – II) Master Class
Presented by Dr. Thomas Oakland
Dates: Sydney - Friday 2nd July 2010 Brisbane - Monday 5th July 2010 Melbourne - Tuesday 6th July 2010
Cost: Free
Neuropsychological Ass
Assessment
ssessment and Memory Rehabilitation Workshop for Psychologists and Occupational
Therapists
Presented by Barabra Wilson, Clinical Neuropsychologist
The morning session will discuss identification of problems for Rehabilitation and the afternoon session will be on
practical help for people with memory problems following non-progressive brain damage.
Date: 4th May 2010 (all day)
Cost: Free
Assessing Atypical Development in Young Children
Presented by Betty Hutchon, Occupational Therapist
Date: 8th March 2010
Venue: The Children’s Hospital Westmead
Cost: $100
For further information go to http://www.pearsonpsychcorp.com.au/home or email [email protected]
Issue 19
Page 8
Children’s Nutrition
Research Centre
THE PICKY EATERS VS PROBLEM FEEDERS: THE SOS APPROACH TO FEEDING WORKSHOP
Hosted by Children’s Nutrition Research Centre, The University of Queensland, the 2010 workshop will be the only
one of its kind held in Australia. All attending registered health professionals will be eligible for accreditation to
practice this internationally renowned program.
WHAT:
Picky Eaters vs. Problem Feeders: The Sequential Oral Sensory (SOS) Approach to Feeding workshop
WHEN:
WHEN
Only one workshop in Australia in 2010!
DATES:
Basic 3 day course: Tuesday 20 July – Thursday 22 July, 2010
2 days of advanced training: Friday 23 July, Saturday 24 July
Advanced day 1:
Advanced day 2:
Feeding the Child with Gastro-Oesophageal Reflux
Feeding the Child with Food Allergy and/or Intolerance
Feeding the Child Transitioning off Tube Feedings
Feeding the Child on the Autism Spectrum
The Continuum of Feeding Interventions
Working with Parents to Maximise Engagement
The advanced workshop days will be supported by local medical and allied health presenters from Australia.
Note: Advanced courses are only available if you attend Basic days 1–3. If you previously attended the basic course in
either Brisbane or Perth in 2009, you are eligible to attend these advanced days in 2010.
WHERE:
Royal Brisbane and Women’s Hospital Education Centre,
Bowen Bridge Road, Herston, Brisbane Queensland, Australia
WHO SHOULD ATTEND? This course is designed for dietitians/nutritionists, speech pathologists, occupational
therapists, psychologists, physiotherapists, early childhood nurses, mental health workers, GPs, paediatricians,
special educators, and other interested paediatric health professionals.
COST:
Basic 3 day course
$660.00 (incl. GST)
Advanced days
$250.00 per day (incl. GST)
Basic 3 day course plus Advanced days
$1100.00 (save $60)
REGISTRATION: Closes Friday 2nd July 2010
CONTACT:
Children’s Nutrition Research Centre
Ph: (07) 3636 1981
Fax: (07) 3346 4684 email: [email protected]
web: www.uq.edu.au/cnrc
2010 Nutrition Update Days
Dates: Saturday 22nd May, Royal North Shore Hospital, Sydney
Also:
Saturday 17th April Melbourne
Friday 30th April Adelaide
Saturday 1st May, Perth
Saturday 5th May, Brisbane
Time: 9.00am – 3:30pm
Cost: $40 ($20 for Nutrition Society of Australia members) Morning Tea and Lunch provided
The day will cover a range of nutrition‐related topics. Keynote speaker at all events is Professor Patricia Conway
from University of NSW.
Full program details will be released shortly.
Issue 19
Page 9
2010 GESCHN Allied Health Telehealth Sessions
Sessions run from 1:00 PM SHARP,
SHARP until approximately 2:00 PM so please book your videoconferencing
rooms ASAP at your facility. Please be ready for us to dial in at 12:30 PM.
Those attending the videoconference at SCH, it is in Conference Room 2. Presenters please be in your room
at 12:50PM set up and ready,
Date
Topic
Presenter/s
Presenter/s
Tuesday 9th March
Augmentative and Alternative
Communication: An Overview
Hayley Gozzard, Speech Pathologist,
Northcott Computer Assistive
Technology Services
Tuesday 23rd March
Establishment of a Community Health
Developmental Clinic, including a case
presentation
Frances Dobson, Occupational
Therapist and Belinda Shoebridge,
Speech Pathologist, Sutherland CHC
and Penny Tsovolos, Diagnostic and
Assessment Team
Tuesday 6th April
Paediatric equipment- Assessment,
prescription and application
Occupational Therapy, SCH
Tuesday 20th April
Obstetric Brachial Plexus Injuries
Physiotherapy, SCH
Tuesday 4th May
Disordered eating, obesity and common
eating disorders in the community:
evidence and implications for dietetic
practice
Anita Darby, Nutrition and Dietetics,
SCH
Chronic Idiopathic Pain in Children and
Adolescents; Why we should focus on
improving function rather than
symptom reduction
Elissa Jacobs, Psychologist, Canberra
Hospital
Tuesday
18th
Tuesday
1st
May
June
Tuesday 15th June
Tuesday 29th June
Tuesday 13th July
Wollongong Hospital Neonatal Follow
Up Clinic
(talk involves Dietetics, PT, OT, SP)
Jane Cleary, Dietician and Anna
Wheaton, Speech Pathologist,
Wollongong Hospital
Exploring the Young Person's
Experience of Depression
Lisa Parker, Clinical Physiologist,
SCH
Domestic Violence and Families
Social Work, SCH
Developing Speech Pathology Services
for Aboriginal Children
Lauren Varlow, Speech Pathology,
SCH
Issue 19
Tuesday 27th July
Page 10
Non-pharmacological pain management
- some practical tips and case studies
Tuesday 10th August
Children in Out Of Home Care and their
health needs
Tuesday 24th August
Case study on Bilingualism
Tuesday 7th
September
Michelle Perrin and Kirsty Goymour,
Recreation and Play Therapy, SCH
Dr Paul Joshua, Child Protection
Fellow, Child Protection Unit,
Adina Margolis, Senior Social Worker,
Child Protection Unit, Sydney
Children's Hospital
Craig Suosaari , Speech Pathologist,
Regional Health Services
Programme, Port Macquarie
Transitioning children with complex and
chronic care needs from hospital to the
community
OR
Occupational Therapy, SCH
OT’s role in pain management for
paediatrics and young people
Tuesday 21st
September
Mental Health Multidisciplinary Case
Presentation
Social Work, SCH
Tuesday 5th October
Interesting case studies in Paediatric
Audiology
Monica Wilkinson, Head of Audiology,
SCH
Tuesday 19th
October
Foot deformities in newborns other than
Physiotherapy, SCH
CTEV
Tuesday 2nd
November
Does a low GI diet during pregnancy
have the best postnatal outcomes?
Tuesday 16th
November
TBA
For all enquiries please contact:
Chloe Travers
GESCHN TeleHealth Coordinator
Ph: (02) 9382 0579
Mob: 0410 535 842
Fax: (02) 9382 1208
Email: [email protected]
[email protected]
Shelly Charters, Dietician,
Wollongong
Nutrition and Dietetics, SCH